AP/IB HL-1 BIOLOGY
Mrs. Whitman
Poudre High School
2013-2014
Packet contents:
Guidelines--------------------------------p. 2-3
IB learner profile-----------------------p. 4
Course outline---------------------------p. 5-7
Command terms-------------------------p. 8
IB scoring criteria for IA--------------p. 9-10
Clarifications of IA criteria------------p. 11-13
Check sheet for IA clarifications of criterion -------p. 14
Reminders for writing up labs---------p. 15
AP equations & formulas---------------last 2 pgs.
1|Page
AP/ IB HL-1 BIOLOGY GUIDELINES—Whitman—2013-2014
Welcome to biology! This is a combination class: AP biology and the first year of the IB HL
class. In addition to learning lots of cool biology, I’ll help get you ready for your AP/IB exams.
(We’ll be practicing with past AP/IB exams.) The AP exam is May 12th. IB students’ diploma
score for next year is determined in part (24%) on lab work (60 hrs. for HL over the 2 years),
while the exam is worth 76%.
1. All IB/PHS policies will apply to this class. Of special note are the policies on late work and
plagiarism. Assignments are always due at the beginning of the class period. It will be your
responsibility to get work ahead of time (more than an hour!) to get full credit for an assignment if you
have a school excused or pre-arranged absence. This year, daily assignments will be accepted only one
day late for 60% of the original grade if you are present on the due date. Major assignments (including
labs) can be accepted only one day late for 80% of the original grade if the absence wasn’t anticipated.
All late assignments must be handed directly to me and have a completed late slip attached. Your best
bet is to get things in on time!
Please check the “Missing assignment” box for handouts you might have missed as well as Blackboard
as I continue building my site.
Academic honesty (plagiarism) is a serious violation and the IB policies reflect this. Even when you
are working together on assignments, unless otherwise indicated, you must turn in your own original
written work and ideas on the assignment. If you aren’t sure if it will be considered plagiarism,
please ask me beforehand. We’ll do some good clarification of this when we do lab & group work.
Classroom etiquette: Since your body is 70-95% water and you all know how important it is for cell
function, drink water in class and nothing else. Please check with me about eating in the classroom.
There are different circumstances that may apply. No eating during any labs, though. Since your brain
can only process so many things at once, eliminate distractions (electronic devices not being used
directly for class work) by turning them off, leaving them in your backpack, locker, friend’s
car….Thanks!!!! (The protocol is that the device will be sent down to the dean on the first violation
and a parent will have to retrieve it.)
2. Workload: I will do my best to be aware of the workload in my class and how it coincides with
other classes, but realize that we are under a time limit to get you thoroughly prepared (including
review time) for thes exams. Communication will be the key to work together. Teachers can be
reasonable ☺ and we do all try to use the on-line “major assignment” calendar.
3. Grades: The overall grading scale for this class is:
A = 90 - 100%
B = 80 - 89.5%
C = 70 - 79.5%
D = 60% - 69.5%
F = below 59.5%
**Note: My policy for failing an individual test is to do test corrections for half credit and meet
with me to go over the material. All students, regardless of their score, will do test
corrections as a homework completion grade (5 pt.) (Great way to relearn info.
correctly!)
4. Syllabus: Use the “official” IB syllabus as a study guide. Check which objectives correspond to
the topics we’re covering and try to answer them. They are on Blackboard for each unit. Study groups
are great for this!
2|Page
5. Materials:
• colored pencils
• a 3-ring binder with dividers (just for biology)
• copies of assigned ppts. when we talk about them.
• Campbell 9th ed. Biology book. Please bring your textbook or work out with your table
partner who will have theirs here. You can use the online e-text at home.
•
IB students only will need to purchase Biozone 1 & 2 books from the IB office. (2 @
$19.95 = 39.90). Please write a check to: PHS-IB or bring exact change. You’ll be
using these books for both years of HL bio.
6. Labs: Lab exercises and reports will be an important part of the biology course.
We’ll refer to the guidelines on the last page and practice a lot this year. More information soon…
7. THE LATEST EDITION OF Campbells BIOLOGY will be used in class. Please put your
name in the front cover. To access the online resources that go with the book, please fill in the
following here & on a post-it in your textbook. Let me know what you find useful.
• Go to: www.pearsonschool.com/access.
• Enter the first 6 letters of your access code below.
• Click on Covered Titles to select discipline & title.
• Choose “student” registration
• Accept Pearson license agreement
• Access information with a username & password you’ve created.
Access code: SSNAT-CTTTT-YOGIC-NEMAN-RETOT-HIKES
Username:
Password:
P.S.—I teach part time—periods 4 & 7. I will be at school before and after those periods depending on
the day, so please let me know how I can accommodate you if you need help. You can get a hold of
me through e-mail: [email protected] or by phone: 488-6164. Please view my Blackboard
site for announcements, missed assignments or to review ppt, etc. (I’ll give you updates… ☺ )
Please sign the line below and have your parents sign indicating that the entire “frog packet” has been
read and understood. Thanks.
Student signature _______________________________________ date_________________
Parent’s signature______________________________date_________________
3|Page
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad
and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and communities.
They are accustomed to seeking and evaluating a range of points of view, and are
willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They
are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support their learning and personal
development.
4|Page
AP/ IB HL-1 BIOLOGY COURSE OUTLINE
Our main resource for this course will be Biology by Campbell (9th ed). Reading
will be assigned by chapter but I’ll indicate specific pages if we’re skipping or
supplementing the chapter. Before reading a chapter, read the “Summary of key
concepts” in the “chapter review” section of each chapter. (I’ll give you a copy.)
Plus, you’ll be working on “reading guides” to be completed for each unit. Keep up
with your reading & make vocab flashcards! We’ll have some “reading quizzes”.
We’ll do practice exam questions from old IB/AP exams, also.
Topic numbers from your “official IB syllabus” are included below for both IB & AP
students to keep track of what we’re covering. AP students: We’ll build your AP
syllabus as learning objectives as we go through the year.
Labs will be done with each main topic. IB students, your IA (Internal Assessment)
for this class will be your 2 top scores of each criterion from all the labs you’ve done
over the two years of HL biology. More emphasis will be put on that senior year.
TOPIC 5: ECOLOGY
Ch. 1—Introduction: Ten themes in the study of life
Ch. 52---Introduction to ecology and the biosphere (skim pgs. 1153-1156 & 1159-1162)
Ch. 54—Community ecology
Ch. 55—Ecosystems & restoration ecology
Ch. 53—Population ecology
Ch. 56—Conservation biology & global climate change
TEST—ch. 1, 52-56 (IB syllabus topics: 5.1-5.3, Opt. G)
TOPIC 3: CHEMISTRY OF LIFE
Ch. 2—The chemical context of life
Ch. 3—Water & life
Ch. 4—Carbon and the molecular diversity of life
Ch. 5—Structure & function of large biological molecules
Ch. 8—Introduction to metabolism
TEST—Ch. 2-5,8 (IB syllabus topics: 3.1-3.3, 3.6, 7.5-7.6)
TOPIC 2: CELLS
Ch. 6—A tour of the cell
Ch. 12—The cell cycle
Ch. 16---Molecular basis of inheritance
Ch. 7—Membrane structure & function
TEST—Ch. 6, 7, 12, 16 (IB syllabus topics: 2.1-2.5, 3.4, 7.2)
5|Page
TOPIC D: EVOLUTIONARY HISTORY OF BIOLOGICAL DIVERSITY
Ch. 25—History of life on earth
Ch. 27—Bacteria and Archaea (will focus on concept 27.3- 27.4)
Ch. 28—Protists (will revisit concept 28.1)
TOPIC 3
Ch. 9—Cellular respiration & fermentation
Ch. 10—Photosynthesis
TEST—ch. 25, 27-28, 9-10 (IB syllabus topics: D.1, 3.7-3.8, 8.1-8.2)
TOPIC D: HEREDITY AND EVOLUTION
Ch. 22—Descent with modification
Ch. 23—The evolution of populations
Ch. 24—Origin of species
Ch. 26—Phylogeny & the Tree of Life
TEST—ch. 22-24; 26 (IB syllabus topics: D.2-D.5)
TOPIC 4: GENETICS
Ch. 13—Meiosis and sexual life cycles
Ch. 17—From gene to protein
Ch. 14—Mendel and the gene idea
Ch. 15—Chromosomal basis of inheritance
Ch. 20—Biotechnology
Ch. 21—Genomes & their evolution (only sections 21.1-21.5)
TEST—ch. 13-15,17; 20 & 21
(IB syllabus topics: 4.1-4.4, 10.1-10.3)
TOPIC 6 & H: HUMAN PHYSIOLOGY ***(Highlights from all of these chapters
will be used. IB students will revisit these senior year.)
Ch. 40—Basic principles of animal form and function
Ch. 50—Sensory & motor mechanisms (only section 50.5)
Ch. 41—Animal nutrition
Ch. 42—Circulation and gas exchange
TEST—ch. 40-42; 50 (IB syllabus topics: 6.1, 6.2, 6.4, H.2-H.6)
Ch. 43—The immune system
Ch. 44—Osmoregulation and excretion
Ch. 45—Hormones and the endocrine system
TEST—ch. 43-45 (IB syllabus topics: 6.3, 6.5, 11.1, 11.3, H.1)
Ch. 46—Animal reproduction
Ch. 47—Animal development (only pgs. 1021-1028)
Ch. 49—Nervous systems (only section 49.1)
Ch. 48—Neurons, synapses & signalling
TEST—ch. 46-49 (IB syllabus topics: 6.6, 11.2, 11.4)
6|Page
PLANT FORM AND FUNCTION*** (Highlights from all of these chapters will be
used. IB students will revisit these senior year.)
Ch. 35—Plant structure, growth and development
Ch. 36—Resource acquisition and transport in vascular plants
Ch. 37—Soil and plant nutrition
Ch. 38—Angiosperm reproduction & biotechnology
Ch. 39—Plant response to internal & external signals
TEST—ch. 35-38 (IB syllabus topics: 9.1-9.3)
CLASSIFICATION—selected sections from the following chapters:
Ch. 28—Protists
Ch. 29—Plant diversity 1: How plants colonized land
Ch.30—Plant diversity 2: Evolution of seed plants
Ch. 31—Fungi
Ch. 32—Overview of animal diversity
Ch. 33—Intro to Invertebrates
Ch. 34—Origin & evolution of Vertebrates
KINGDOM SURVEY LAB (IB syllabus topics: 5.5)
7|Page
IB COMMAND TERMS
These command terms indicate the depth of treatment required for a given assessment statement. These
command terms will be used in examination questions, so it is important that students are familiar with the
following definitions.
Objective 1
Define
Draw
Label
List
Measure
State
Give the precise meaning of a word, phrase or physical quantity.
Represent by means of pencil lines.
Add labels to a diagram.
Give a sequence of names or other brief answers with no explanation.
Find a value for a quantity.
Give a specific name, value or other brief answer without explanation or calculation.
Objective 2
Annotate
Apply
Calculate
Add brief notes to a diagram or graph.
Use an idea, equation, principle, theory or law in a new situation.
Find a numerical answer showing the relevant stages in the working (unless
instructed not to do so).
Describe
Give a detailed account.
Distinguish
Give the differences between two or more different items.
Estimate
Find an approximate value for an unknown quantity.
Identify Find an answer from a given number of possibilities.
Outline
Give a brief account or summary.
Objective 3
Analyse Interpret data to reach conclusions.
Comment
Give a judgment based on a given statement or result of a calculation.
Compare
Give an account of similarities and differences between two (or more) items, referring
to both (all) of them throughout.
Construct
Represent or develop in graphical form.
Deduce Reach a conclusion from the information given.
Derive
Manipulate a mathematical relationship(s) to give a new equation or relationship.
Design
Produce a plan, simulation or model.
Determine
Find the only possible answer.
Discuss Give an account including, where possible, a range of arguments for and against the
relative importance of various factors, or comparisons of alternative hypotheses.
Evaluate
Assess the implications and limitations.
Explain Give a detailed account of causes, reasons or mechanisms.
Predict
Give an expected result.
Show
Give the steps in a calculation or derivation.
Sketch
Represent by means of a graph showing a line and labelled but unscaled axes but
with important features (for example, intercept) clearly indicated.
8|Page
Solve
Suggest
Obtain an answer using algebraic and/or numerical methods.
Propose a hypothesis or other possible answer.
IB SCORING CRITERIA FOR IA (2009 onward)
Design
Aspect 1
Levels/marks Defining the problem and
selecting variables
Complete/2 Formulates a focused
problem/research question and
identifies the relevant variables.
Formulates a problem/research
Partial/1
question that is incomplete or
identifies only some relevant
variables.
Does not identify a problem or
Not at all/0
research question and does not
identify any relevant variables.
Aspect 2
Controlling variables
Aspect 3
Developing a method for
collection of data
Designs a method for the
Develops a method that allows
effective control of the variables. for the collection of sufficient
relevant data.
Designs a method that makes
Develops a method that allows
some attempt to control the
for the collection of insufficient
variables.
relevant data.
Designs a method that does not
control the variables.
Develops a method that does
not allow for any relevant data
to be collected.
Data collection and processing
Aspect 1
Levels/marks Recording raw data
Complete/2
Partial/1
Not at all/0
Aspect 2
Aspect 3
Processing raw data
Presenting processed
data
Records appropriate quantitative
Processes the quantitative raw
Presents processed data
and associated qualitative raw
data correctly.
appropriately and, where
data, including units and
relevant, includes errors and
uncertainties where relevant.
uncertainties.
Records appropriate quantitative and Processes quantitative raw data, Presents processed data
associated qualitative raw data, but but with some mistakes and/or
appropriately, but with some
with some mistakes or omissions.
omissions.
mistakes and/or omissions.
Does not record any appropriate
No processing of quantitative raw Presents processed data
quantitative raw data or raw data data is carried out or major
inappropriately or
is incomprehensible.
mistakes are made in
incomprehensibly.
processing.
Conclusion and evaluation
Aspect 1
Levels/marks Concluding
Complete/2
Partial/1
States a conclusion, with
justification, based on a
reasonable interpretation of the
data.
States a conclusion based on a
reasonable interpretation of the
data.
Aspect 2
Evaluating procedure(s)
Evaluates weaknesses and
limitations.
Aspect 3
Improving the investigation
Suggests realistic improvements
in respect of identified
weaknesses and limitations.
Identifies some weaknesses
and limitations, but the
evaluation is weak or
missing.
Suggests only superficial
improvements.
9|Page
Not at all/0
States no conclusion or the conIdentifies irrelevant
clusion is based on an unreasonableweaknesses and limitations.
interpretation of the data.
Suggests unrealistic
improvements.
Manipulative skills (assessed summatively)
Aspect 1
Aspect 2
Aspect 3
Levels/marks Following instructions*
Carrying out techniques
Working safely
Competent and methodical in the use of Pays attention to
Follows instructions accurately,
Complete/2
a range of techniques and equipment.
safety issues.
adapting to new circumstances
(seeking assistance when required).
Follows instructions but requires Usually competent & methodical in the use Usually pays attention
Partial/1
of a range of techniques & equipment
to safety issues.
assistance.
Rarely follows instructions or
Rarely competent & methodical in the useRarely pays attention
Not at all/0
requires constant supervision.
of a range of techniques & equipment.
to safety issues.
Personal skills (for group 4 project assessment only)
Aspect 1
Levels/marks
Aspect 2
Self-motivation and
perseverance
Working within a team
Approaches the project
with self-motivation and
follows it through to
completion
Collaborates and
communicates in a group
situation and integrates
the views of others.
Aspect 3
Self-reflection
Shows a thorough awareness of
their own strengths and
weaknesses and gives thoughtful
consideration to their learning
experience.
Completes the project but Exchanges some views
Shows limited awareness of their
Partial/1
sometimes lacks selfbut requires guidance to
own strengths and weaknesses
motivation.
collaborate with others.
and gives some consideration to
their learning experience.
Lacks
perseverance
and
Makes
little
or
no
attempt
Shows no awareness of their own
Not at all/0
motivation.
to collaborate in a group
strengths and weaknesses and
situation.
gives no consideration to their
learning experience.
The assessment can be assisted by the use of a student self-evaluation form, but the use of such a
form is not a requirement.
Complete/2
10 | P a g e
IMPORTANT clarifications of the IA criteria
2009 exam session (and beyond)
DESIGN:
DESIGN:
ASPECT 1: DEFINING THE PROBLEM AND SELECTING VARIABLES
a)
b)
c)
d)
Focused research question (not just a restatement of the teacher’s question).
Not a hypothesis, but can have a directional prediction if appropriate.
Explicitly identify dependent, independent and controlled variables and qualify them.
Uncontrolled variables are not marked by IB, but please list as they are helpful to
consider in your evaluation section. A table of controlled & uncontrolled variable and
what they might affect is the best format.
e) Literature searches or background info. are not graded by the IB, but are worth 5 pt. for
my class when assigned. They are very helpful to consider in your conclusion. This
would include info. that allows you to make a cause and effect relationship about your
focused research question.
ASPECT 2: CONTROLLING VARIABLES
a) This is basically your “procedure”, but additionally describes how you’ll control your
independent variable (or how you will keep other factors from influencing the I.V.).
b) There should be expanded descriptions/justifications within the numbered procedural
steps.
c) If a standard protocol is used such as a measuring technique and is then expanded upon
or adapted, then the standard protocol must be cited/referenced. (Previous lab
worksheets can be referenced.)
ASPECT 3: DEVELOPING A METHOD FOR COLLECTION OF DATA
a) This is also part of your procedure and explains how to collect the data, how much and
what kind of data to collect.
b) If error analysis involving standard deviation is used, have at least 5 trials.
c) Include diagrams of the experimental set-up and refer to them in your description of the
experiment.
d) Include a description of what data processing will be done in the next section.
NOTES:
11 | P a g e
DATA COLLECTION AND PROCESSING:
PROCESSING
ASPECT 1: RECORDING RAW DATA
a) This is the actual data collected and how to present it.
b) Quantitative data is the only kind that will be IB IA assessed. Qualitative should be
included if those observations enhance the interpretation of results.
c) Correct significant figures are to be used.
d) Uncertainties within the raw data should be quantified here. Even if it’s an estimate of
the magnitude of the uncertainty (such as reaction time using a stopwatch). We’ll
discuss uncertainties in more detail and a handout will be provided.
e) Students should determine how best to record and format the data (tables with titles,
etc.)
f) The recording of the level of precision of the data should be from the point where the
student organizes, prepares and carries out the experiment. For example, students
would not be expected to state the precision in a solution prepared for them.
g) Data can be collected in groups or pooled as class data, but formatting, making
decisions on uncertainties, sig. figs and descriptions of qualitative data must be done
individually. In addition, students must clearly indicate/note which data is their own.
(Moderators need this very clear!)
ASPECT 2: PROCESSING RAW DATA
a) This is what you do with your raw data—determining mean, median, mode, range,
standard deviation, level of significance, percent error, etc.
b) Choose what is most appropriate to get you to transform data into a summary graph.
c) If data is already in a form suitable to graph (EX—distance travelled by pill bugs against
temperature), make a line of best fit to “process” it. The calculation or how the line was
derived should be shown, but would be “presented” in Aspect 3.
d) Recorded raw data and processed data can be shown in the same table as long as they
are clearly identified.
e) If data was collected electronically and a graph is generated from that, show the slope
calculation.
ASPECT 3: PRESENTING PROCESSED DATA
a)
Determine the most suitable format (spreadsheet, table, graph, chart, flow diagram,
etc.)
b) Headings for calculations, tables, graphs.
c) Graphs need appropriate scales, units, accurately plotted data points with suitable bestfit line or curve (not scattergraphs with data-point to data-point connecting)
d) Present the data so that all stages to the final result can be followed.
e) Sig figs!
f) Uncertainties associated with raw data should be taken into account and shown on the
graph—such as in graphical analysis using appropriate best fit line.
g) Error bars are an acceptable way to express the degree of uncertainties.
NOTES:
12 | P a g e
CONCLUSION AND EVALUATION:
EVALUATION
ASPECT 1: CONCLUDING
a) May include comparisons of different graphs or descriptions of graph trends. Should
contain observations, trends or patterns revealed by the data.
b) Refer back to a resource & cite it. If measuring an already known and accepted value or
trend of a physical quantity, draw a conclusion as to your confidence in the results by
comparing the experiment value or trend with the textbook or literature value. Cite
sources!
c) Give an explanation of why the data trend occurred. It is good practice to analyze results.
d) Always use paragraph form in the CE.
ASPECT 2: EVALUATING PROCEDURE
a) The design and method of the investigation must be commented on as well as the
quality of the data. Point out any ways you tried to control variables. (Include
processes, equipment use and time management.)
b) List the weaknesses and discuss how significant they are, as well as how they may have
led to error (effect on data). (Minimum of 3.)
c) Comment on precision and accuracy of measurements.
ASPECT 3: IMPROVING THE INVESTIGATION
a) Suggestions for improvements should be based on the identified weaknesses in Aspect 2.
b) Technique modifications, changes in data range, number of trials and specifics about the
equipment are appropriate.
c) Make modifications realistic and explain clearly.
NOTES:
NOTES
See the “IB scoring criteria for IA (2009 onward)” handout for
explanations of:
MANIPULATIVE SKILLS (SUMMATIVE)
13 | P a g e
PERSONAL SKILLS (ONLY ASSESSED ON G4P)
Adapted by J. Whitman 2008 from IBO Diploma Programme Biology Guide (First examinations 2009)
Check sheet for IA clarifications of criterion
Name:
Lab name:
Date:
Please use this as a guide to help you learn the IA criterion and make sure you’re covering each assigned section (D,
DCP, CE).
•
Staple this “checked” sheet to each IA completed. Highlight the section headings you were assigned.
(Remember the IB score for each section is 2 per “aspect” = 6 pt.)
•
Reference your packet pages with “IMPORTANT clarifications of the IA criteria” to correlate the
clarifications.
•
Check off which clarifications you completed for each aspect. Add a comment or reminder in the box. (You
won’t receive credit if there are not comments/notes, etc. Make it work for you!)
•
Some labs don’t lend themselves to “formal IA” format, so only parts of this will be completed or a
worksheet.
•
This sheet is 5 pts. of your lab score.
1. Attach lab instruction sheet to front of lab & raw data to back.
2. Background information (If assigned)
a) Explanation of observations, info from class & research that led you to your question. Include why you are doing
this
experiment.
b) Written in paragraph form & in own words.
c) Sources cited
3. DESIGN:
DESIGN:
ASPECT 1: DEFINING THE
PROBLEM AND SELECTING
VARIABLES
a)
b)
c)
d)
e)
ASPECT 2: CONTROLLING
VARIABLES
a)
b)
c)
ASPECT 3: DEVELOPING A
METHOD FOR COLLECTION OF
DATA
a)
b)
c)
d)
4.DATA COLLECTION AND PROCESSING:
PROCESSING
ASPECT 1: RECORDING RAW
DATA
a)
b)
c)
d)
e)
f)
g)
ASPECT 2: PROCESSING RAW
DATA
a)
b)
c)
d)
e)
ASPECT 3: PRESENTING
PROCESSED DATA
a)
b)
c)
d)
e)
f)
g)
CONCLUSION AND EVALUATION:
EVALUATION
ASPECT 1: CONCLUDING
ASPECT 2: EVALUATING
ASPECT 3: IMPROVING THE
14 | P a g e
a)
b)
c)
d)
PROCEDURE
INVESTIGATION
a)
b)
c)
a)
b)
c)
REMINDERS FOR WRITING UP LABS:
•
•
•
•
•
•
•
•
•
•
•
•
•
Some labs will be full write-ups and others will only require a portion of the lab to be turned
in. They will usually be graded with the IB criteria.
Use proper bibliographic citations for all background research.
You will not need a separate lab notebook.
Labs must be typed. (Great for back-up copies!)
Include your IB candidate number on each lab with a date.
Use the title given, then add your own creative one.
Please include the name of your lab partners.
Raw data must be recorded during the lab and turned in at the back of the lab write-up.
(Worth 1 pt.)
All handouts or instructions (verbal or typed) must be stapled to the front of your lab write-up.
(Worth 5 pt.)
Use the IB criteria “headings” for the sections of your lab.
Use the “Clarifications of the IA criterion” & print out a check sheet for each lab.
There may be lab “checks” before performing a lab which requires that you come prepared to
each lab session.
IB students will need to keep their labs in the classroom lab folders and record the mark for
each criterion. You can borrow these to improve on future labs, but losing them is not an
option!
15 | P a g e